“Workshop on the use of didactic teaching aids for english classes, for teachers in the english networks in the integrated systems of the full time inclusive schools”

UNIVERSIDAD CATÓLICA DE EL SALVADOR
CENTRO REGIONAL DE ILOBASCO
FACULTAD MULTIDISCIPLINARIA
FINAL PROJECT REPORT
“WORKSHOP ON THE USE OF DIDACTIC TEACHING AIDS FOR ENGLISH
CLASSES, FOR TEACHERS IN THE ENGLISH NETWORKS IN THE
INTEGRATED SYSTEMS OF THE FULL-TIME INCLUSIVE SCHOOLS”
PRESENTED BY:
JESUS ROBERTO ESCOBAR
JOSÉ ARMANDO ALFARO RAMOS
MARÍA CLELIA LÓPEZ CASTILLO
TO OBTAIN THE DEGREE OF:
BACHELOR OF ARTS IN ENGLISH
ILOBASCO CABAÑAS, EL SALVADOR. C.A

UNIVERSIDAD CATÓLICA DE EL SALVADOR (CRI)
ACADEMIC AUTHORITIES
BISHOP FRAY ROMEO TOVAR ASTORGA
RECTOR
DOCTOR MOISÉS ANTONIO MARTÍNEZ ZALDÍVAR
GENERAL VICERRECTOR
BISHOP AND DOCTOR FRAY JOSÉ ELÍAS RAUDA GUTIÉRREZ
REGIONAL VICERRECTOR
PROFESSOR CÁSTULO AFRANIO HERNÁNDEZ ROBLES
GENERAL SECRETARY
PROFESSOR ROBERTO ANTONIO LÓPEZ CASTRO
ACADEMIC VICERRECTOR
PROFESSOR JUAN ALFONSO TRIGUEROS CHÁVEZ.
DEAN OF THE REGIONAL MULTIDICIPLINARY FACULTY OF ILOBASCO
ILOBASCO CABAÑAS, EL SALVADOR. C.A

ACKNOWLEDGEMENTS
This project is the result of cooperative efforts of all of us who integrate the working
group. That is why; we thank God for having filled us first with serenity and strength
to successfully lead the development of our graduation project.
To our families, for their great support which was vital to continue in this long
career path and especially for embracing, encouraging and understanding us not
only in this final stage, but during the whole course of the entire career, it helped us
to overcome circumstances when they were not the best and enjoyed as much as
we did, our successes and joys. Thus, we believe that merits are both for ourselves
and to them
To our consultant, Willian Edgardo Ayala for having guided and directed us with
dedication and patience therefore we could successfully accomplish a career goal
and strengthen our knowledge in the area of study and execution of our project.
To our teachers who beyond having given theoretical and instructional knowledge
of our college career also taught us to grow as a person. And finally an eternal
gratitude to this prestigious university which opens its doors to young people, not
only for preparing us for a competitive future but also for building our self-steam
into a better one.

TABLE OF CONTENTS
CONTENT PAGE
INTRODUCTION……………………………………………………………….. 1
CHAPTER I DESCRIPTION OF THE DEVELOPED PROJECT……..……. 3
1.1 Project Justification………………………………………………………... 3
1.2 General and Specific Objectives……………………………………...... 5
1.3 Scope of the Project…………………………………………………….… 6
1.4 Project Feasibility…….…………………………………………................ 7
1.4.1 Project Duration…………………………………………………………. 7
1.4.2 Location………………………………………………………………….. 8
1.5 Topics Developed in the Project……………………………………….… 8
1.6 Classification of content by skills………………………………………... 9
1.7 Didactic Teaching Aids developed in the Project…..…………………. 10
1.8 Activities Schedule……….………………………………………………. 11
1.8.1 Ending Stage of the Project…………………………………………… 11
CHAPTER II EXECUTION PLAN………………........................................ 12
2.1 Project Development…………………….………………………………. 12
2.2 Arrangement of the Project Proposal…….……………………………. 12
2.3 Project Presentation to the Authorities of MINED……………………. 12

2.4 Project Presentation to the Teachers…….……………………………… 13
2.5 Preparation of Didactic Teaching Materials and Planning…………….. 14
2.6 Logistics Preparation of Workshop Sessions…………………………… 15
2.7 Development of Workshop Sessions……….……………………............ 16
2.8 Monitoring of Institutions………………………..……………….……….. 23
2.9 Performance Evaluation and Topics Implementation….……………… 24
2.10 Preparation of the Closing Ceremony…………………………………. 24
2.11 Delivery of Closing Ceremony Postcards Invitation………………..… 26
2.12 Closing Ceremony of the Workshops…………………………...……… 27
2.13 Arrangement of Diplomas………………………………………………. 28
CHAPTER III DEVELOPMENT OF THE INSTRUCTIONAL BOOK……... 29
BIBLIOGRAPHY………………………………………………………………. 60
ANNEXES………………………………………………………………………. 62
GLOSSARY……………………………………………………………………. 86

TABLE OF FIGURES
CONTENT PAGE
FIGURE 1 Presentation of the Project to the teachers………........................... 13
FIGURE 2 Preparation of didactic material……………..................................... 14
FIGURE 3 Preparation of the logistics of the workshop……………………….. 15
FIGURE 4 Development of the dynamic “twister”………………...…….…….…. 16
FIGURE 5 Explanation of the topic “magic board”………………....................... 17
FIGURE 6 Activity about the use of “posters”…………….….…………..………. 18
FIGURE 7 Activity “break time and delivery of snacks” …………….................. 19
FIGURE 8 Elaboration of didactic teaching materials..……….………….……... 20
FIGURE 9 Raffle of instructional materials……………………….………………. 21
FIGURE 10 Exchange of experiences…………………………………………..... 22
FIGURE 11 Monitoring of institutions……………….…….….………….……….. 23
FIGURE 12 Evaluation activity for the members of the project………………… 24
FIGURE 13 Preparation of the closing ceremony….………….………….…….. 25
FIGURE 14 Model of the closing ceremony invitation…………………………... 26
FIGURE 15 Delivery of the diplomas to the teachers……..………………….…. 27
FIGURE 16 Model of the diplomas given to the teachers…..…………….………28

TABLE OF ANNEXES
CONTENT PAGE
ANNEXES………………………………………………………………………….. 62
1. Project proposal to the university….…………………............................ 63
2. Approval letter by MINED…………………………………………….…… 64
3. Letter announcement for teachers….…………………………………… 65
4. Workshop schedule for teachers……….…..……………………………. 66
5. Requesting letter for using the auditorium of culture house.................. 67
6. Diploma given by teachers to the members of the project group….... 68
7. Requesting letter for using the Auditorium of UNICAES……………... 69
8. Requesting Letter for using the UNICAES logo……………………….. 70
9. Requesting letter for using furniture and protocol assistance………… 71
10. Test for evaluating the members of the project group……………….... 72
11. Pictures of the execution of the project…………………………………. 75
12. Attendance sheet for teachers………………….…………………………. 85

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INTRODUCTION
The teaching process of any language should primarily have as an objective the
learning process of the language regarding to the daily use that the learner
executes in the context in which it is immersed, so as to enable the individual to
perform social functions that the world requires with the aim of accomplish
personal needs with the practical usage of language. In this sense " Among
factors involved in the educational process, it can be found : students , teachers ,
methodology, audiovisual resources , teaching aids , environment , structure ,
functions , educational programs , administration and services, rules and
regulations and the organization of institutions." (1- Perdomo Lopez, Telma , 2004 )
Education requires a strong academic background and training of specialized
teachers for teaching English at the secondary level, which at the end of their
higher education may be able not only to impart their knowledge through teaching,
but also to manage the four main language skills of communication, in order to be
able to teach students to face greater challenges when integrating the professional
field.
It is for this reason that the development and implementation work of our
graduation project had as its primary objective to provide assistance to teachers in
the department of Cabañas , by developing a workshop on the use of audiovisual
and didactics teaching aids that can be used when teaching a class of English,
which serve as innovative tools to improve their performance not only as
professionals, but also , will benefit the learning process of students, assuming that
"The real importance of audiovisual materials relies in the fact that they create a
rich and varied environment , from which students can spark their own learning "(2
-Rice , Winthroophm , 1946 ) giving an additional upshot of personal satisfaction
and professional success of each teacher in the classroom, and that is exactly
where they practice all the knowledge acquired throughout the entire process of
becoming a professional.
This report also details how the project came about and the factors that support the
achievement of it, such us; the approval of our proposal by Universidad Catolica de

El Salvador and Departmental de Education, as part of our graduation project from
Bachelor of Arts in English; the general objective and the specific objectives
intended to achieve completion of the project, the project scope and activities
during the project.
Also included are details of the activities, from its preparation, planning and
approval, as well as the development of training sessions and taught topics, plus
the creation of instructional book , which contains the topics developed in the
project, its overview, the advantages and disadvantages of each didactic teaching
aid and the different techniques of applicability in the classroom, taking into
account that teaching aids are systematized set of visual and auditory techniques
strategies that support the teaching and learning process.
Moreover, there is a detailed of annexes containing: letters of administration with
the various institutions involved in the project, invitation cards, diplomas,
instructional book. Similarly, there is glossary which contains the main concepts
developed during the whole report as well as during the set of sessions on the
workshop.
Finally, it is worth mentioning that the success of the topics and strategies taught in
the workshop will depend chiefly on the commitment of teachers and beneficiaries
receiving support from the Ministry of Education and its commitment to the
constant training and retraining of teachers.
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CHAPTER I DESCRIPTION OF THE DEVELOPED PROJECT
The project was designed in order to train teachers in basic education from
Schools that are lined in the Integrated Systems of the Inclusive plenary
School Time, by implementing a Workshop on the Use of Didactic aids in
the process of Teaching English language, in coordination with the Ministry
of Education, through the Departmental Education of Cabañas.
The main parts of the project are detailed as:
1.1 PROJECT JUSTIFICATION
The initiative to develop this project was because we consider that in public
institutions, there is a huge lack of audiovisual media which hampers the
learning process in all educational areas, but especially in learning English
as a foreign language.
Keeping on mind that the countless mean of communications, such as: TV
(cable system), cinema, radio and the internet among others; help students
to show more interest in learning English. Moreover, the demand for a
bilingual education English - Spanish because of the business
modernization, requires knowledge of the English language in their
employees because it facilitates international communication, since the
English is considered as the most popular language, hence the growing
importance in everyday life. Therefore we consider it necessary to develop
research projects and the utilization of instructional and technological
resources in the teaching and learning process of English language in
learners at the intermediate level, so as to direct ministerial programs better
adapted to the reality basis of a our country especially taking into account
the fact that English is the most used language in the economic, social,
financial and political field in the world.
The importance of our project was based on the fact that there is
effectiveness through the teaching and learning process of English, thus;

this can be done better with scientific and technical training, as well as,
better orientation and performance in productive work, this would represent
a better quality of life for all people. That's why our project aimed to help
English teachers to more effectively leverage such learning materials that
the ministry of Education provides, as an opportunity to improve education
and provide students with the necessary tools to be introduced into the
changing Society.
Based on the universal premise that all people learn differently, we consider
the use of Didactics aids would cover the different learning styles, so as to
contribute to the preparation of classes would become very important, as
this should focus on be practical and at the same time, technical field, which
would make more complete the presentation of the content of the subject.
The beneficiaries of our project were school’s teachers from the Department
of Cabañas, which integrate English networks of Integrated Systems
Inclusive Full Time School.
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Below is the list of schools which took part on the workshops:
Sensuntepeque
 School Caserío Palacios, Cantón Río Grande
 School Cantón San Gregorio
 School Caserío San José, Cantón Río Grande
 School Caserío Piedra Parada, Cantón El Aguacate
 School Caserío Estanzuelas, Cantón Las Marías
 School Caserío El Picacho, Cantón San Nicolás
 School Caserío La Esperanza, Cantón Chunte
 School Caserío La Guaruma, Cantón Río Grande
 School Caserío Providencia, Cantón Nombre de Dios

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 School “Monseñor Benjamín Barrera y Reyes”
 School “Jerónimo Abarca”
In total there was a benefit of a group of about 12 people, including teachers
and technical staffs of the Departmental of Education who are in charge of
such systems and who took part in our workshop.
Finally, it is important to mention that the biggest beneficiaries of the project
were ultimately students of these schools, as it has directly contributed to
improvement of education in the department of Cabañas. In consequence,
the proper use of Didactic Teaching Aid contributes to make a better
advancement in teaching process and allow a greater and faster
understanding and interpretation of ideas.
1.2 Objectives of the Developed Project
By developing this project the following objectives were achieved:
General Objective
 To contribute to the improvement of the teaching process of English in the
public School of the department of Cabañas, through the training on the
proper use and application of Didactic teaching aids.
Specific Objectives
 To identify the most appropriate didactic teaching aids for the
development of the teaching process of English in Educational
Institutions.

 To train English teachers of public School on the importance of the
correct application of Didactic teaching aids as a tool to achieve the
objectives planned in each class.
 To elaborate an instructional book on the proper use of Didactic
teaching aids developed during the whole set of workshops, which will
serve as a tool for better execution of teaching strategies in the
classroom.
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1.3 Scope of the Project
The development of this project has enabled us to provide support to benefit
teachers so they can make good use of Didactic teaching Aids within
classes and be more effective professional for students to develop new
skills, all through the exchange of knowledge and experience on
methodologies that were developed in the workshop, we hope to contribute
to improve the education system of our country and facilitate to the students
of the Department of Cabañas the learning process of English as a second
language.
By the execution of this workshop, it was aimed to:
 Integrate different types of teaching techniques and work in the four basic
skills of the English language: reading, listening, writing and speech fluency.
 Acquire and organize knowledge, taking into account the semantic and
communicative process that is used by Didactic teaching aids.
 Apply teaching techniques and methodologies for better assimilation of
English in the classroom.
 Stimulate interest and motivation of teachers on the use of Didactic teaching
Aids for teaching the English language.

 Show topics or concepts in a clear, accessible, concise and above all
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dynamic way.
 Help teachers of English, to enhance knowledge on Didactic teaching Aids
and their application in a real context for a better learning process of English
in the students.
1.4 Project Feasibility
The execution of the set of workshops was possible due to the project was
lined in the main educational stakes of the government that is why, the
proposal presented to the education department authorities was received
positively, and had the support and commitment of the Ministry of
Education, through the Departmental of Education from Cabañas, which
provided the building of the Faculty Professional Development Center to
develop the workshops; which at the same time, it was directed an official
announcement to all the English teachers of the community, in order to join
to the workshop, which guaranteed in a way the attendance of educators.
1.4.1 Project Duration
The project lasted 60 hours; it began in February 4th and ended in May
17th, 2014. Initially, workshops began on Saturdays days, 4 hours of class
development each one, with time given from 8:00 a.m. to 12:00 pm;
however; because of activities of the Ministry of Education, since March 28th
the schedule was changed to Fridays from 2:00 PM to 5:00 P.M. On each
day of the workshop the most iconic didactic teaching aids were addressed
in the field of the English language teaching process, related to the use of
techniques and materials to develop classes properly, incorporating all four
skills needed for successfully teaching English Language.

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1.4.2 Location
The workshop was developed in the installations of the Professional
Development Center of the Ministry of Education and the Culture House,
both located in the town of Sensuntepeque, Department of Cabañas.
1.5 TOPICS DEVELOPED IN THE PROJECT
Classification of content and Didactic Teaching Aids.
Each activity of the Didactic teaching Aids were based on the following
skills in the area of English which are in the curriculum of English of the
second and third cycle of education.
 Listening
 Speaking
 Reading
 Writing
This was done to facilitate to tutors the development of the workshop,
looking for a specific topic, along with the applicability of Didactic teaching
Aids while presenting techniques to make a more dynamic class, helping
teachers to apply resources in their classes.
The day that the project was officially presented to principals and teachers
of the institutions, they were asked to suggest affably emblematic and
suitable topics for each of the sessions that were imparted on the
workshops. It should be noted to mention that teachers emphasized the
need of the use of Didactic teaching Aids to develop the speaking skill,
because that is the skill which gives the biggest problem while developing
content or any other topic.

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1.6 Classification of content by skills
 Listening
 Identifying numbers from 0 to 90
 Identifying classroom objects.
 Identifying adjectives to describe places and things
 Identifying adjectives of mood and physical description
 Identifying nationality, language and age.
 Identifying body parts in a song
 Identifying the prices of goods in the supermarket.
 Speaking
 Personal presentation
 Asking and giving personal information
 Identifying and associating prepositions of place
 Identifying object colors
 Using commands to instruct
 Naming the parts of the human body
 Naming the letters of the alphabet
 Asking and telling the time
 Describing and asking about clothing
 Giving advice about habits to maintain good health using modal
 Describe occupations.
 Writing
 Writing a shopping list
 Drawing a family tree and appoint members of the family
 Writing short paragraphs on what we like and do not like. (Simple
Present)
 Writing dialogues using expressions of greeting, giving personal
information and asking
 Writing a dialogue about future plans (Using Simple Present continuous
and present)

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 Reading
(We worked with Didactic teaching Aids for presenting new vocabulary
before reading )
 Vocabulary
 Days
 Colors
 Sports
 Fruits
 Countries
 Food
 Festivals
 Animals
1.7 DIDACTIC TEACHING AIDS
 The use of Blackboard
 The use of Worksheets
 How to use Charts and Posters
 The use Flashcards and Pictures
 The use of Cartoons
 The use of Puppets and Realia
 The Use of Flannel Charts
 The Use of Pocket Charts
 The use of bulletin board
 The use of Origami and Magic Board
 The use of Slides (Power Point Presentation)
 The use of Audio and Video

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1.8 Activities Schedule
ACTIVITY
DEC.
JAN
FEB.
MARC
H
APRIL
MAY
Arrangement of the Project
X X
Approval of the Project Proposal X
Project Presentation to the Authorities of
MINED
X
Presentation of the Project to the teachers X
Preparation of the Didactic Teaching Materials
and planning.
X X X X
Logistics Preparation of the Workshop
X X X X
Development of the sessions of the workshops X X X X
Monitoring of institutions X X
Preparation of the Closing ceremony X
Closing ceremony of the workshop X
1.8.1 Ending stage of the Project
At the end of the project, it was given to the participants an instructional
book detailing each topic developed in the workshops, a set of educational
posters , and also a certificate crediting their participation and satisfactory
performance on the workshops, as evidence of their ability in applying
methodologies taught in each class.

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CHAPTER II EXECUTION PLAN OF THE PROJECT
For the implementation of project were developed several activities, which
are part of the schedule of activities designed and proposed in the project.
Each of these activities was vital to achieve the planned objectives and help
teachers of English to enhance knowledge on Didactic Aids resources and
their application in a real context for better student learning.
In the part below, it is explained in a general way and in chronological order
each of activities executed.
2.1 Project development
It was developed and structured the project proposal about the development
of the workshop called “the use of Didactic teaching aids for Teaching
English Language" for teachers of English networks of integrated systems of
inclusive full time schools.
2.2 Arrangement of the Project Proposal
The proposal of the project was presented to Authorities of Universidad
Católica de el Salvador Centro Regional de Ilobasco which was reviewed for
observations and after having made some corrections in it, the proposal of
the project was finally approved.
2.3 Project Presentation to the Authorities of MINED
A meeting took place with departmental Authorities from the Ministry of
Education, in which the project was presented and at the same time, the
authorization was requested for implementation and realization of the set of
workshops. Fortunately, the proposal was received in a very good way and
aside of the approval, it also was agreed to hold a meeting with teachers
from Schools that would benefit from the project which integrate the full
time school program.

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2.4 Presentation of the Project to the teachers.
As it was agreed with the authorities of MINED, the meeting in which the
project was presented, it was held in order to give away the official
announcement and the proper schedule of the workshops; addition, it was
established the starting date for the workshop on Saturday, February 8th,
2014.
FIGURE 1 – It is shown one of the facilitators, on the day of official presentation of the workshop for
teachers of the Institutions, developed in February 4th at the professional center building.

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2.5 Preparation of Didactic Teaching Materials and Planning.
Meetings were held with the team responsible for implementing the project
in which the content of each didactic material was prepared and classified
aside of the planning of classes, presentation and materials to use during
each session of the workshop.
FIGURE 2 – it is shown the arrangement of the Didactic Material to be used on workshop of
"flas hcards development”.

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2.6 Logistics Preparation of Workshop Sessions.
Before each session of the workshop, logistics coordination was performed,
which consisted in the arrangement of classroom, such as; decorating
furniture according to the activities that would take place, the installation and
testing of equipment as well as the checking process of each didactic
material for the proper use during the class, it was also coordinated the
preparation of snacks for teachers.
FIGURE 3 – A member of the group arranges the equipment to be used during one of the sessions
taught in the workshop.

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2.7 Development of the Session Workshops.
Each sessions of project was developed according to the following
schedule:
 The sessions started presenting the general information of each
didactic teaching aid by using dynamics with the purpose of
introducing topics in an innovative and fun way as a strategy to keep
the attention and interest of the group of teachers.
FIGURE 4 – it is shown the development of the dynamic called "Twister" during the
introduction of the topic.

 The advantages and disadvantages of each didactic teaching aid
were explained, as well as how to approach the teaching materials
according to each main skill important in learning English (Speaking,
Reading, Listening or Writing).
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FIGURE 5 – it is shown, how it was approach and explained the advantages and
disadvantages of the implementation of the Didactic teaching aid called "Magic board ".

 Examples of how to apply didactics teaching aids were developed in
the classroom, using the previously prepared materials, where
teachers participated in order that they could see the advantages and
disadvantages of each teaching resources in a more realistic context,
at the time of execution in the classroom, in order that they could
recognize the great impact that teaching aids have in the teaching
and learning process of English. In that part of our workshop
sessions, teachers took a protagonist role in which they had to
participate in each activity that members of the graduation project
carried out. Thus, the participants felt highly motivated to continue
working in each session during the project.
FIGURE 6- it is shown the development of examples using the "Posters" as audiovisual aid.
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 A break of 15 minutes was taken by all the participants of the
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workshop, handed a snack to each of them as well.
FIGURE 7- It is shown, Teachers enjoying snacks during the break.

 Working groups were organized and materials were provided to
teachers which were prepared by the members of the project group in
advance in order to explain them how to create their own teaching
aids, which were already developed previously in activities.
Correspondingly, teachers shared ideas about application of
techniques in the classroom with different contents, in this way,
teachers learned from each other by sharing experiences.
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FIGURE 8- One of the members of the project group giving instructions on creating the
didactic teaching aid called "Magic Board”

 In some sessions during the workshop was done a raffle of Didactic
teaching materials that the members of the project group had
previously created as pocket charts and worksheets. Besides, it was
given to the participants, didactic materials which were donated by
the department of education. Such as; Instructional books about
introducing vocabulary and teaching English grammar as well as
flashcards and posters.
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FIGURE 9 - A member of the group is giving away educational posters to one of the teachers
who participated on the workshop.

At the end of each workshop sessions was given to teachers a few minutes
to share experiences of their teaching style and experiences during the
development of each topic, technique and activity done, in order to enrich
positively the teaching methodologies of each participant.
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FIGURA- 10 Workshop sessions ended with the exchange of experiences.

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2.8 Monitoring of Institutions.
It was executed two sessions of monitoring to institutions. In the first
monitoring session, it was visited the schools from “Caserío La Guaruma”,
“Cantón El Aguacate” Caserío Montecristo. hamlets who belong to
Sensuntepeque and Dolores; finally, it was visited the schools from “Caserío
El Picacho”, “Cantón San Nicolás” and “Caserío La Esperanza, Cantón
Chunte”. In order to verify the application in the classroom of the topics and
the teaching aids developed on the workshop.
FIGURE 11- teachers from the s chool “Cas erio Montecris to” develop a vocabulary teaching activity by
using songs to teach body parts to students from fourth grade.

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2.9 PERFORMANCE EVALUATION AND TOPICS IMPLEMENTATION
It was given a test to the teachers who participated in our workshop in order
that they could evaluate both thematic development and performance of all
members of the project group, aiming to get information with the purpose of
making adjustments and improvements in relation to the development of the
workshop.
FIGURE 12- Teachers evaluating the performance of the members of the project regarding to didactic
teaching aids.
2.10 Preparation of the Closing Ceremony.
 A new meeting with the authorities of MINED was held to coordinate
logistics and preparation of the closing ceremony of the workshop.
 It was presented to the authorities of Universidad Católica de El Salvador a
requesting letter, in order to ask for the Auditorium, furniture and equipment
that would be used in the closure.

 It was held a meeting with the assistance team for making invitations and
diplomas, preparation of instructional book and logistical coordination of the
event.
 It was held a meeting with the teacher Yesenia Escobar, who is Coordinator
of the Tourism School of Universidad Católica de El Salvador in which it
was, requested the collaboration of some students in the arrangement and
development process of the event. In addition, the protocol service and the
acquisition of food for the guests to the closing ceremony were coordinated
and negotiated by the members of the project group in order to have a
successfully ending in our project.
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FIGURE-13 it is shown one of the members of the group project, organizing the place for the closing
ceremony.

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2.11 Delivery of Closing Ceremony Postcards Invitation
 It was distributed closing ceremony postcards invitation both authorities
of MINED and Universidad Católica de El Salvador, as well as the
teachers and principal’s schools who participated on the workshops
 Below it is presented a sample of the closing ceremony invitations.
FIGURE 14- Model of invitation delivered to the authorities of the Universidad Católica de El
Salvador, principals and teachers.

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2.12 Closing Ceremony of the Workshop
The closing ceremony of the workshop was carried out with the participation
of teachers and some members of their family, as well as principals from
Schools and special guests. Correspondingly, it was handed to each
participant of the workshop, a diploma and some instructional materials such
as; an instructional book consisting on the topics and techniques developed
during the workshop and a package of educational posters and flashcards.
Concluding, with the delivery of snacks to all attendees who were in the
ceremony.
FIGURE 15- Delivery of certificates to teachers who participated on the workshop.

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2.13 Arrangement of Diplomas
It was held a meeting with the principal’s departmental of education
Ana Miriam Hernández Muñoz in order to coordinate the preparation
of diplomas which were given to the teachers, furthermore; the main
objective of the diploma is to certify participants for attending the
workshop which lasted ninety hours from February to May of the
current year, regarding the use of didactic teaching aids for teaching
English language through the development of educational strategies
for further execution and scope of the objectives planned in each
class. In addition, a requesting letter was submitted to the authorities
of Universidad Católica de El Salvador in order to get permission to
use the logo of the institution in the diploma, the request was
subsequently approved.
FIGURE 16- Sample of the diploma given to teachers.

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CHAPTER III DEVELOPMENT OF THE INSTRUCTIONAL BOOK.
One of the objectives of our project was to develop an instructional book about the
implementation, advantages and disadvantages of all topics views throughout the
workshop. The instructional book is a teaching tool that will support the teaching
process in order to generate meaningful learning in the students, which must be
consistent with the needs and the demands of today’s society. The didactic
teaching materials developed with environmental low expensive resources,
provide experiences that children can use to identify properties, classify, establish
similarities and differences, solve problems, among others, at the same time; it
helps teachers better interrelate with students giving the chance for the teaching
and learning process to become not only powerful but also deeper.
The instructional book about the techniques and strategies developed during the
project has as main objective to become a tool for teachers to facilitate the use of
didactic teaching aids in English teaching, promoting the implementation of
innovative teaching practices for motivating students and make learning more
effective and meaningful in classroom.
Below, it is presented a sample of the instructional book given to the teachers

30
“Taller sobre la utilización de
Recursos Didácticos para la
Enseñanza del Idioma Inglés
para docentes de las Redes de
Inglés de los sistemas
Integrados de la escuela
inclusiva de tiempo pleno.”

31
Infinitas gracias por asistir a nuestro
taller sobre “Recursos audiovisuales y
ayudas didácticas”; fue un placer
compartir con ustedes de este
conocimiento y aprender de sus
vivencias.
Tutores del taller:
 José Armando Alfaro Ramos
 María Clelia López
 Jesús Roberto Escobar.

32
LA IMPORTANCIA DE LOS
RECURSOS AUDIOVISUALES EN
LA ENSEÑANZA DEL IDIOMA
INGLES
El empleo de recursos audiovisuales
en la educación tiene como cometido
doble: mejorar el aprendizaje y la
enseñanza, además de crear
condiciones en que los maestros y los
estudiantes interactúen dentro de un
clima en donde los hombres dominan
el ambiente en provecho propio, la
utilización de estos requiere de una
planificación orientada y motivada
para los estudiantes y sus objetivos.
RECURSOS AUDITIVOS
Estos medios emplean el sonido
como la modalidad de codificación de
la información. Estos Recursos
ayudan al estudiante a mejorar su
audición mediante el sonido, permite
desarrollar la destreza de escuchar
es por eso la importancia de utilizar
grabadoras, casete, disco-compacto
de audio, Radiodifusión que sirven
para el aprendizaje. Los Recursos
Auditivos se pueden encontrar en dos
grupos que utilizan el sonido, estos
son:
Los medios naturales se refieren a
todos aquellos sonidos del medio
ambiente por ejemplo el sonido de las
aves, los instrumentos musicales.
Los medios técnicos aquí entran
todos los recursos que permiten
conservar el sonido para su posterior
uso por ejemplo, CDS, la radio, mp3.
Estos medios de enseñanza están
presentes en nuestro ambiente y es
importante que los profesores, los
estudiantes, las instituciones utilicen
las estrategias didácticas adecuadas,
que permitan integrar estos recursos
y cumplir de la mejor manera con los
objetivos propuestos a favor del
proceso de enseñanza aprendizaje.
Las personas auditivas aprenden
mejor cuando reciben las
explicaciones oralmente y cuando
pueden hablar y explicar esa
información a otra persona. El
sistema auditivo no permite relacionar
conceptos o elaborar conceptos
abstractos con la misma facilidad que
el sistema visual y no es tan rápido.
Sin embargo, es fundamental en el
aprendizaje de los idiomas.
EJEMPLOS DE RECURSOS
AUDITIVOS
Dentro de los recursos auditivos
encontramos:
Disco Compacto de Audio o CD -
Audio, Disco fonográfico de metal de
pequeño formato, cuya grabación y
reproducción se efectúa por
procedimientos ópticos, este disco,
que mide 10,7 cm de diámetro y 1,2
Mm de espesor, está grabado por
una sola cara y admite hasta una
hora de reproducción continua. Se lee
mediante un haz de láser, siendo
mucho más duradero y fiel en la
reproducción del sonido que los
discos tradicionales. Al igual que el
casete es un recurso auditivo que
sirve para desarrollar la escucha, al
utilizar este recurso permitirá que el
estudiante tenga mayor facilidad de
comprensión por lo tanto irá
perfeccionando la destreza de

33
escuchar y logrando un mayor
desarrollo del medio auditivo. Las
grabaciones de audio se pueden
considerar para: La presentación de
estudios o ejemplos, entrevistas,
grabaciones, comentarios, debates,
retroalimentación de actividades y
clasificación de pronunciaciones.
RECURSOS VISUALES
Algunas investigaciones han
mostrado que el Aprendizaje Visual
es uno de los mejores métodos para
enseñar las habilidades del
pensamiento. Las técnicas de
Aprendizaje Visual (formas gráficas
de trabajar con ideas y de presentar
información) enseñan a los
estudiantes a clarificar su
pensamiento, y a procesar, organizar
y priorizar nueva información. Los
diagramas visuales estimulan el
pensamiento creativo.
Las diferentes técnicas de
Aprendizaje Visual ayudan a los
estudiantes a:
CLARIFICAR EL PENSAMIENTO:
Los estudiantes pueden ver cómo se
conectan las ideas y se dan cuenta
de cómo se puede organizar o
agrupar la información. Con el
aprendizaje visual se pueden
profundizar y comprender los
conceptos más fácilmente.
REFORZAR LA COMPRENSIÓN:
Los estudiantes reproducen en sus
propias palabras lo que han
aprendido. Esto les ayuda a absorber
e interiorizar nueva información,
dándoles propiedad sobre sus
propias ideas.
Ejemplos de Recursos Visuales:
Dentro de los recursos visuales
encontramos:
FRANELÓGRAFO
Es un tablero que esta hecho
generalmente en cualquiera de estos
materiales fieltro o franela y está
apoyado sobre un caballete. Se utiliza
por lo general en las clases de
preescolar como un dispositivo de
narración de cuentos.
USOS
Los profesores suelen utilizar
franelografos para mejorar la
narración. Ellos pueden usar las
imágenes de los personajes y otras
partes importantes de la historia para
ilustrar lo que leen. Tableros de
franela también se utilizan para
"actuar" canciones y poemas. Pueden
ser utilizados para demostrar
conceptos de ciencias y matemáticas
y sobre todo vocabulario en Inglés a
los niños pequeños, al igual que el
ciclo de vida de una rana o mariposa.
También se utilizan comúnmente en
la escuela dominical para contar
historias de la Biblia. Tableros de
franela también pueden ser utilizados
por los alumnos de manera que ellos
puedan manipular las piezas,
proporcionando el aprendizaje
práctico.

34
BENEFICIOS
Hay muchas ventajas al usar
franelografos en el aula. Ellos hacen
el aprendizaje más visual para los
estudiantes, y se les hace más fácil
recordar lo que han aprendido.
Tableros de franela son más efectivos
que cualquier otra ayuda para el aula.
Pueden ser utilizados una y otra vez
para una amplia variedad de
actividades, y usted puede cambiar
fácilmente las piezas de una
actividad. También es fácil de hacer
su propio franelografos y piezas con
el uso de la imaginación.
TELARAÑAS
Las telarañas son mapas visuales
que muestran cómo ciertas clases de
información se relacionan con otras.
Proporcionan una estructura para las
ideas y para los hechos, ayudan a los
estudiantes a aprender cómo
organizar y priorizar información,
soportan detalles de información con
enlaces hacia afuera, temas centrales
se ubican en el centro de la telaraña,
incrementan el aprendizaje mediante
la visualización de conceptos y sus
correspondientes relaciones, en un
formato estructurado y visible. Las
Telarañas se usan para: Generar
lluvia de ideas, organizar información
antes de empezar a redactar, analizar
historias y caracterizaciones.
PIZARRONES
El pizarrón es un tablero mural de
imágenes acumulables. Objetivan y
fijan los pasos de un proyecto. El
pizarrón soporta anotaciones de
términos y trozos esenciales que se
realizan en conjunto con una
exposición verbal, y van
configurando representativamente la
estructura de la presentación.
También permite exponer en él una
gran variedad de materiales (figuras,
mapas), y trabajar con instrumentos
como reglas, compases y plantillas
Permiten también presentar los temas
o conceptos de un tema de una
manera objetiva, clara y accesible,
estimulan el interés y la motivación,
facilitan la comunicación.
Ejemplos de Recursos Audiovisuales:
Dentro de los recursos audiovisuales
encontramos los siguientes:
LA INFOGRAFÍA
Es una representación más visual
que la de los textos en la que
intervienen inscripciones, narraciones
o interpretaciones representadas de
manera gráfica normalmente es un
medio para trasmitir información
gráficamente como por ejemplo los
mapas, gráficos, viñetas la infografía
presenta una información completa
aunque pueda ser complementaria o
de síntesis es decir que es una
creación de imágenes que son de
mucha utilidad dentro del ámbito
educativo.
DIAPOSITIVA
Este recurso es un medio gráfico que
puede servir para presentar
fotografías originales o copias de
materiales tomados de cualquier

35
documento impreso. Las imágenes
que este presenta resultan
motivadoras, es decir que sensibilizan
y estimulan el interés de los
estudiantes hacia un tema
determinado.
La diapositiva es un instrumento
eficaz para desarrollar las destrezas
en especial la de audición donde el
elemento visual tiene especial
protagonismo las cuales sirven como
para el arte, presentación de datos,
imágenes estas pueden proyectarse
en grande y así puede participar toda
la clase. En resumen se podría decir
que este recurso favorece a la
motivación debido a que las
imágenes y los esquemas atraen la
atención de los estudiantes y
aumentan su motivación.
VIDEO
Es un sistema de producción y
reproducción de imágenes que
pueden estar acompañadas de
sonidos, al igual que el cine es un
recurso que facilita al alumno la
comprensión de procesos cognitivos
que parten de la representación
gráfica. El video favorece la
construcción de objetos, elementos,
situaciones, procesos que se
expongan ante la mirada de los
alumnos y pueden resultar útiles en
los procesos de enseñanza y
aprendizaje.
DIAPORAMA
Es un recurso audiovisual que
consistente en la observación de un
trabajo fotográfico a través de la
proyección de imágenes, diapositivas
sobre una o varias pantallas. Un
diaporama es un espectáculo de
exhibición de diapositivas con el uso
de imágenes conectados por efectos
y en los cuales es posible poner
sonido. Este recurso audiovisual
ayuda a que los estudiantes tengan
mayor claridad de lo que desea
aprender por medio de la visión y el
sonido ya que una persona aprende
más por medio de la vista en un 40%
y por medio de la audición en un
25%, es decir que es importante
utilizar los recursos audiovisuales en
el salón de clase.
MATERIAL IMPRESO
La cultura escrita es el principal
instrumento de desarrollo cultural y
escrito. La cultura escrita requiere el
dominio de ciertas habilidades
lectoras. Permite y ayudan a conocer
e interpretar lo que ocurre en el
mundo; dan noticia de los progresos
científicos o tecnológicos. Existen
materiales impresos de todo tipo que
se utilizan en las escuelas. Entre
éstos aparecen las obras de consulta
y referencia, los manuales escolares.
Estos se utilizan para enseñar los
cuentos, las novelas, la prensa,
revistas de todo tipo, postales, fotos,
murales, mapas, fichas.
Materiales impresos todos ellos que
se convierten así en medios de
enseñanza.
Ventajas de los textos:
Una organización reconocible para
comprender su contenido y analizar

36
los recursos lingüísticos y literarios de
que se ha valido su autor para
hacerlo atractivo además, un
desarrollo ordenado y debe ofrecer
elementos suficientes para concretar
las ideas más globales.
FOTOCOPIADO
Los programas de educación
concurrentes se apoyan fuertemente
en materiales impresos. Imprimir es
un camino rápido y barato de
preparar grandes cantidades de
material en distintas variedades de
papel. Las impresiones facilitan la
información básica sobre un aspecto
o tema en un material.
Hojas de trabajo
Hojas de trabajo imprimibles son
realmente una herramienta de valor
incalculable para el salón de clases
por una serie de razones .
Reforzar la instrucción al guiar el
aprendizaje independiente y hacer
que el aprendizaje en la clase sea
de manera más productiva. Los
estudiantes aprenden mejor cuando
se les da la oportunidad de
interactuar con el material de
enseñanza, y para explorarlo.
Haciendo uso de estas hojas de
trabajo, es una gran manera de
complementar el plan de estudios en
el aula con el fin de reforzar mejor la
información que usted le está
enseñando El uso de estas hojas de
trabajo imprimibles puede ayudar a
los estudiantes a practicar para
pruebas y exámenes, lo que les
permite tener más confianza sobre el
material antes de día de la prueba.
REALIA O MATERIALES
TANGIBLES
Realia se refiere a la práctica de
usar, cosas reales y tangibles en el
salón de clases para ayudar a sus
estudiantes a conectarse con el
Inglés en un nivel diferente.
-Implica un plano visual, táctil.
-El uso de Realia, ayuda a hacer
clases de Inglés memorable, creando
un vínculo entre los objetos, y la
palabra o frase que muestran.
-Estimula la mente, y hace que el
vocabulario se más memorable
-Ahorra tiempo, ya que el
reconocimiento de un objeto suele ser
inmediata; mediante el uso de los
sentidos.
-Traer Realia en sus clases es un
gran rompehielos, y los adultos por lo
general consideran este enfoque
divertido, y es un método de
restauración de aprendizaje de
vocabulario.
-Los objetos reales son abundantes y
disponibles en todas partes.
-Artículos reales pueden observarse
y manipularse, proporcionando
experiencias de aprendizaje concreto
para la estudiante.
-Tratar con Realia motiva al alumno.
-Realia se puede utilizar como parte
del sistema de evaluación.
-Los objetos reales son abundantes y
disponibles en todas partes.
-Artículos reales pueden observarse
y manipularse, proporcionando

37
experiencias de aprendizaje concreto
para los estudiantes.
-Realia se puede utilizar como parte
del sistema de evaluación.
CHARTS O CARTELES
Un recurso audiovisual que trasmite
un mensaje y está integrado en una
unidad estética formada por
imágenes y textos breves de gran
impacto capta la atención del
estudiante y sobre todo propicia:
-El análisis.
-Favorece el desarrollo de la
imaginación.
-El juicio crítico con respecto al
contenido en cuestión.
-La creatividad.
El cartel cuenta con dos grandes
elementos: los psicológicos y los
físicos.
La imagen dentro de un cartel juega
un papel primordial. La imagen debe
ser una síntesis que resuma la idea
de manera clara y significativa. En
caso de contener texto, éste no debe
ser muy extenso. La redacción debe
ser corta, directa y clara. El tamaño y
la forma de la letra también es un
factor relevante para el éxito de un
cartel.
POCKET CHART O CARTEL DE
BOLSILLO
Un Cartel de bolsillo es una forma
inteligente de mostrar letras,
palabras, oraciones, así como
imágenes y otros elementos.
Contiene bolsillos donde las tarjetas
se pueden colocar y es una manera
fácil de hacer una pantalla portátil e
interactiva.
-Comunica rápidamente una idea
-Atraen la atención mediante el
estímulo del interés y la curiosidad.
-Permite demostrar la creatividad.
-Permite recoger y condensar ideas.
-Puede utilizarse para organizar las
ideas principales.
-Imprimen al mensaje una gran fuerza
visual.
-No son costosos.
-Son útiles para cualquier edad.
-No necesitan equipo para utilizarse.
FLASHCARDS O TARJETAS DE
TRABAJO
Ventajas
1. Relativamente barato.
2. Fácil de llevar.
3. Se puede utilizar en cualquier
situación.
4. Fácil de elaborar.
5. Captura y mantiene la atención de
la audiencia.
6. Es flexible para satisfacer las
necesidades del profesor.
7. Supera la barrera del idioma.
CONSEJOS A TENER EN CUENTA
PARA EL USO EFECTIVO DE
TARJETAS:
1. El contenido en cada tarjeta debe
ser familiar al entorno en que los
alumnos viven.
2. Debe utilizar palabras sencillas y
expresiones locales.
3. La redacción debe tan breve como
sea posible.

38
4. Las letras deben de ser
suficientemente grandes para que
todo el público pueda leerlas.
5-.el profesor debe adoptar una
actitud entusiasta al momento de
utilizar las tarjetas a fin de capturar la
atención de los estudiantes.
POSTERS
Es una combinación visual de diseño
y color atrevido. Los buenos carteles
deben tener una calidad impulsando
dinámica. Deben ser esencialmente
simples porque no hay tiempo para
involucrar al espectador en un estudio
detallado por esta razón deben ser lo
suficientemente llamativos para atraer
la atención de los estudiantes.
VENTAJAS
-Se puede plasmar rápidamente una
idea simple.
-Puede representar un concepto
complejo en un término muy simple y
general.
-Es portátil, se puede utilizar tan a
menudo como sea necesario.
-Son de bajo costo.
-Puede servir como recordatorios o
repaso de conceptos estudiados en
clase.
PRESENTACIONES DE POWER
POINT
Una presentación PowerPoint es un
archivo que muestra una serie de
diapositivas digitales multimedia que
facilitan la presentación de un tema
determinado; si bien una
presentación PowerPoint no
profundiza en un tema, es muy usada
en los ámbitos de los negocios y los
académicos ya que nos permite
transmitir información importante con
textos, sonidos, videos y gráficos,
acompañando la exposición oral de
una persona.
VENTAJAS
-Fomenta la creatividad a la hora de
presentar un tema, la persona puede
decidir los colores y estilos que desea
según sea de acuerdo al tema que
quiere presentar.
-Facilidad; son fácil de modificar
cuando sea necesario ya que se
puede editar la información en las
diapositivas terminadas, eliminar las
diapositivas innecesarias, añadir
diapositivas olvidadas y cambiar el
orden de las mismas en la
presentación.
VIDEOS
Los videos son un material educativo
audiovisual que puede tener cierta
utilidad en el proceso de enseñanza y
de aprendizaje para el logro de los
objetivos curriculares previamente
considerados.
VENTAJAS
-Son versátiles: fáciles de manejar
durante el proceso.
-Motivadores: porque contiene
medios de expresión y de
aprendizaje.
-Permiten informar: sobre fenómenos.
-Permiten desarrollar: la imaginación,
la creatividad y la actitud crítica.
-Es de bajo costo.
-Es un medio de observación.

39
-Es un medio de expresión.
-Es un medio auto aprendizaje
-Es una gran ayuda en la enseñanza.
-Su manejo es fácil.
- El video puede verse cuantas veces
el docente crea necesario repetirse.
-Ayuda a centrar la atención.
-Se pueden acompañar con
explicaciones comprensibles.
-Es eficaz como espejo del
comportamiento personal.
MARIONETAS
Un títere es un objeto inanimado o
una figura de representación animada
o de manipulación por medio de los
dedos de las manos.
Marionetas no tienen que ser de alto
costo para ser eficaces en la
enseñanza.
VENTAJAS
-El títere puede actuar como una
autoridad en la materia. Puede
reforzar el objetivo de la lección,
compartir la información y los hechos,
o incluso interrogar a los estudiantes
antes de un examen.
- Entre más creativo es el títere más
atrae la atención de los estudiantes.
PANEL DE BOLSILLO
Es un tipo específico de sistema de
almacenamiento con bolsillos de
plástico que muchos profesores usan
en sus aulas para la organización y
planificación de lecciones. Por lo
general es hecho de vinilo, un gráfico
de bolsillo tiene ojales de metal en la
parte superior para colgar fácilmente
y bolsillos de plástico cosidos en el
frente. Generalmente se usa con
cartas de bolsillo varían en tamaño,
color y estilo, y pueden servir para
muchos propósitos diferentes.
En el aula, los usos posibles para un
diagrama de bolsillo son casi infinitos.
Los profesores pueden colocar
segmentos de papel o cartulina en los
bolsillos individuales, creando un
tablero de asistencia y conducta. Se
puede crear además tablero para un
plan de lección, ortografía, lectura o
escritura.
Un atril con grandes bolsillos se
puede utilizar para mantener las
carpetas o el trabajo escolar de los
estudiantes, igualmente se puede
utilizar para crear calendarios.
Los profesores también pueden
insertar avisos para los estudiantes.
Dado que las cartas de bolsillo están
disponibles en una variedad de
tamaños y tienen un precio
razonable, hacen una herramienta de
organización y visualización ideal.
Aunque la mayoría son cuadradas o
rectangulares en forma, algunas
cartas de bolsillo vienen en formas
divertidas, como las manzanas. Se
pueden utilizar de forma interactiva
en el aula cuando se combina con
tarjetas diseñadas especialmente
para los números de enseñanza, las
letras, la secuenciación, y más.
EL USO DE LOS PANELES
BOLSILLO
-Reconstruir poemas, canciones.
-Alfabeto Secuencia o argumentos
pictóricos

40
-Lista de los días de la semana,
meses del año.
-Bancos de palabras para temas o
revistas.
-Frases Patrón de lectura y revistas
indicaciones de oraciones.
-Construir bancos de palabras que
riman.
-Vocabulario de temporada y
temática.
-Realizar actividades de Palabras.
PIZARRÓN
Una pizarra, pizarrón o encerado es
una superficie de escritura reutilizable
en la cual el texto o figuras se
realizan con tiza u otro tipo de
rotuladores borrables. Las pizarras se
fabricaban originalmente de hojas
lisas, finas de piedra gris negra u
oscura de pizarra.
Una pizarra puede ser simplemente
un pedazo de rectángulo de madera
pintado con pintura oscura mate
(generalmente verde oscuro o
negro).Una variación moderna
consiste en una hoja del plástico en
espiral desplegada a través de dos
rodillos paralelos, que se pueden
enrollar para crear un espacio
adicional de escritura mientras que se
guarda lo que se ha escrito.
USO APROPIADO DEL PIZARRÓN
El pizarrón es uno de los recursos de
la enseñanza de mayor valor
pedagógico por la facilidad, y
practicidad al transmitir una idea, un
gráfico, un esquema, etc.
En él se pueden presentar textos,
dibujos y gráficos que permiten
afianzar hechos, ideas, procesos. Se
puede adecuar a todos los temas y
materias que se deseen desarrollar
ya que en él también pueden
representarse ideas y conceptos
mediante bosquejos, diagramas,
diseño gráfico y símbolos. Se puede
emplear con audiencia de cualquier
tamaño y de cualquier nivel. Es ideal
para la presentación y se presta para
la interacción entre auditorio y
expositor.
Es básicamente una superficie donde
se gráfica, pero existen una serie de
técnicas y recomendaciones para el
correcto uso de este medio.
HISTORIA DEL PIZARRÓN
Antiguamente trozos de pizarra se
usaban de forma individual y en
dimensiones pequeñas, por lo que se
ideó utilizar la pared pintada
directamente o sobre madera, pero
conservando su nombre de pizarra o
pizarrón dada su nueva dimensión.
Datos de interés
De cada 100 profesores, sólo uno usa
el pizarrón para lo que es: el más
valioso y versátil de todos los medios
del salón de clase.
TÉCNICAS DE USO
-Usar al menos tres colores de
marcadores para captar la atención
de los estudiantes.
-Utilizar letra clara y de tamaño
adecuado de 5 a 6 cm.
-Emplear títulos y subtítulos usando
siempre las reglas de la ortografía.

41
-Dejar márgenes adecuados,
espacios entre palabras y entre líneas
evitando amontonamientos.
-Ilustrar las explicaciones, muchos
conceptos por su naturaleza compleja
son abstractos y requieren de una
imagen gráfica para ser
comprendidos.
RECOMENDACIONES AL
REALIZAR UNA PRESENTACIÓN.
-Iniciar la clase escribiendo la fecha y
el título del tema.
-Escribir o hablar, no realizar las dos
acciones a la vez. Permita a sus
participantes, leer lo que ha escrito y
escuchar sus explicaciones.
-Cuando tenga que borrar, hacerlo
siempre con el borrador y en sentido
vertical de arriba hacia abajo.
-Una vez terminada la exposición
limpiar la pizarra.
VENTAJAS
-Es fácil de usar, requiere poca
práctica y equipo.
-Es fácil de elaborar y los materiales
que se requieren son de bajo costo.
-Permite corregir cualquier error
inmediatamente.
-Es flexible en tanto que permite
realizar cambios rápidos y activos a
los temas.
-Facilita la participación de los
alumnos.
-Se adapta al ritmo de trabajo de los
alumnos
-Se pueden exponer procesos y
métodos, hacer cuadros sinópticos y
mapas mentales, así como
estructurar gráficamente cualquier
tema.
-Se puede combinar con otros
materiales.
-Es útil para grupos de todas las
edades.
¿CÓMO HACER EL USO DEL
PIZARRON MÁS INTERACTIVO?
-Complementándolo con otros
materiales o recursos audiovisuales.
-Pasando al alumno al pizarrón, no
como castigo sino para reforzar
conocimientos.
-Preguntando constantemente.
-Implementando nuevas ideas
creativas
IMÁGENES O FOTOGRAFÍAS
No hay duda de que las imágenes
pueden ser de gran importancia y
relevancia para la enseñanza de una
segunda lengua, en especial para los
estudiantes de nivel inferior. Sin
embargo, muy pocos instructores
parecen hacer el mejor uso de las
imágenes en sus clases. En una
sesión de lectura donde los textos a
veces pueden ser complicados y
poco motivador para los estudiantes,
las imágenes son una de las pocas
ayudas que los profesores pueden
utilizar para captar la atención de sus
estudiantes, así como para motivarlos
antes de comenzar la lectura real. A
través de este trabajo, se presentarán
las ventajas de utilizar las ayudas
visuales en la fase de calentamiento
de una clase de lectura. Los
participantes serán capaces de
absorber una gran cantidad de ideas

42
sobre el significado de las imágenes y
tomar conciencia del hecho de que
pueden ser una herramienta
tremendamente útil y conveniente.
Una lección de lectura apasionante
requiere algo más que pedir a los
estudiantes que lean el artículo en el
libro de texto por sí mismos, dejando
que ellos hagan el ejercicio de
clasificación del vocabulario, y luego
responder a las preguntas de
comprensión. Todos los instructores
son conscientes del hecho de que
una de las etapas más importantes
en cualquier lección es la fase de
calentamiento, y sin embargo,
algunos prestan poca atención a esta
etapa de la lección. Activación de los
esquemas de los estudiantes
(conocimientos previos) es
extremadamente importante. Una
buena actividad de pre-lectura
establece los propósitos de la lectura,
da a los estudiantes una buena razón
para leer, que motiva a los
estudiantes, y construye su
conocimiento de fondo.
Es por estas razones que es de vital
importancia tener en cuenta los
diversos tipos de estudiantes y
aprendizajes que existen.
1 - Estudiantes Auditivos: Este tipo
de alumno aprende mejor a través de
la escucha y el habla. Ellos están
más interesados en el aprendizaje a
través de entrevistas, debatir, hablar,
y escuchar las opiniones de otras
personas.
2 - Los aprendices de tacto: Esto se
refiere al tipo de estudiante con la
fuerza de aprender a través del tacto.
Ellos aprenden mejor a través del
dibujo, juegos de mesa, o hacer algo
siguiendo ciertas instrucciones.
3 - Cenestésicos: Los alumnos con
este estilo desean involucrar a todo
su cuerpo en el proceso de
aprendizaje. Similar a los aprendices
de tacto, que prefieren jugar a juegos
que involucran a su cuerpo, el
aprendizaje a través de actividades
de movimiento, o actuar.
4 - Estudiantes globales: Se refiere
a aquellos que aprenden mejor a
través de actividades grupales,
métodos holísticos de lectura y
estrategias de aprendizaje
cooperativo. Les gustaría que el
maestro para presentar la información
de una manera interesante, donde
pueden interactuar con los demás.
5 - Estudiantes analíticos: Los
alumnos con este estilo de
aprendizaje prefieren trabajar
individualmente y tienden a centrarse
mucho más en los detalles y el
análisis.
6 - Estudiantes visuales: Este tipo
de estudiante es el foco principal de
este trabajo de investigación. Los
alumnos visuales son estudiantes que
aprenden mediante la observación de
gráficos, tablas, mapas, carteles y
texto con una gran cantidad de
imágenes. Son lectores de mira y
están muy motivados por las
imágenes y los vídeos.
Por las razones mencionadas
anteriormente, es especialmente
importante que los profesores
encuentren una gran variedad de

43
actividades para adaptarse a
diferentes estilos de aprendizaje de
sus alumnos. La mayoría de nosotros
tendemos a ignorar la importancia de
las imágenes, lo que significa que ya
hemos perdido una parte muy
importante de nuestro potencial en la
enseñanza. Algunos alumnos pueden
beneficiarse enormemente de
imágenes y esas ventajas se
demuestran en la siguiente parte de
este instructivo.
FOTOGRAFÍAS
No hay duda de que las imágenes
son una buena fuente de materiales
de enseñanza; pero ¿cuáles son esos
beneficios? En esta sección se
examinará esas ventajas de cerca,
uno por uno.
1 - MOTIVACIÓN: Una clase de
lectura, ya que muchos estarían de
acuerdo, requiere que los
estudiantes estén más motivados.
Esto es probablemente debido a que
las preguntas son aburridas, o
entender el propio artículo exige
mucha paciencia por parte de los
lectores. Por esta razón, la entrega
de una lección inspiradora es una
tarea difícil y requiere un gran
esfuerzo de los maestros.
Sin embargo, mediante el uso de
imágenes estas dificultades se
pueden superar.
2-PRE-ENSEÑANZA DEL
VOCABULARIO:
Un maestro puede pre- enseñar
vocabulario, por ejemplo, los
adjetivos que describen sentimientos
y acciones, con una serie de
fotografías de rostros de personas
que expresan diferentes estados de
ánimo (feliz, triste, enojado, molesto,
etc.), los estudiantes aprenderán
vocabulario nuevo con eficacia
mientras se divierten.
Fotos e imágenes le permiten la pre
-enseñanza, la práctica, o revisar
cualquier vocabulario si se toma un
tiempo para pensar acerca de cómo
manipularlos, y qué y quién debe
incluir en las fotos ya sea deportes,
celebridades, banderas de países,
aparatos electrónicos, los edificios o
prendas de ropa son sólo algunos de
los muchos ejemplos de los
diferentes tipos de temas que le
permiten usar imágenes como una
herramienta para la enseñanza.
3 - CONFIANZA: Los estudiantes que
generalmente no están activos en la
clase no significa necesariamente
que no saben las respuestas a
nuestras preguntas, simplemente, a
veces esto puede resultar del hecho
de que no son lo suficientemente
seguros de sí mismos como para
hablar en público. Sin embargo, Al
ver fotografías de celebridades,
aparatos electrónicos, o cosas que ya
conocen, les permite hablar con
orgullo y confianza frente a sus
compañeros y profesores.
DIBUJOS ANIMADOS O
CARICATURAS
Está claro que hay muchos beneficios
sobre la utilización de los dibujos

44
animados en la clase principalmente
porque:
Niños y adultos por igual les gusta los
dibujos animados. Se suele asociar
dibujos animados con la diversión y el
humor. Por tanto, los dibujos
animados conceptuales proporcionan
una manera atractiva y no
amenazante para representar ideas.
Los alumnos tienen más
probabilidades de ser entusiastas
durante las actividades de esta
manera el aprendizaje será más
específico y receptivo.
2 - GENERA PARTICIPACIÓN
En los dibujos animados, las ideas se
tienen que presentar de manera
concisa. Además, Estas ideas
pueden ser persuasivas con el
objetivo que los alumnos se sienten
atraídos a "participar " Así pues, la
lección se vuelve más interactiva y
centrada en el estudiante.
3 DESARROLLA LAS
HABILIDADES
Mediante el uso de caricaturas, los
alumnos tienen que verbalizar sus
ideas y pensamientos. Esto los
motiva para tomar una posición sobre
las distintas ideas presentadas. Si no
están de acuerdo, pueden presentar y
defender sus puntos de vista. Este
proceso permite a los maestros
obtener importantes conocimientos
sobre la comprensión de sus
alumnos. La participación en ese
debate también permite alumnos
perfeccionan sus habilidades de
comunicación.
La caricatura es útil como
herramienta de enseñanza para
invitar a los alumnos a expresar sus
opiniones y dar razones de sus ideas.
El carácter informal de los dibujos
animados concepto anima a los
alumnos a presentar sus puntos de
vista sin temor a ser juzgados.
Es de tener en cuenta que los dibujos
animados deben de ser personajes
sobre las personas o iconos famosos
con los que los alumnos estén
familiarizados para no caer en la
monotonía y aburrimiento.
AUDIOS
El audio como recurso educativo
“Después de nuestra vista, el oído es
el sentido más utilizado para percibir
y comunicarnos con el mundo”
Los materiales en audios estimulan la
autonomía del estudiante, además
puede servir, entre otros, para
suministrar información y exponer
contenidos, para desarrollar
habilidades cognitivas, actitudes y
valores, para ejercitarse en un
proceso, para motivar y crear interés
etc.
Los equipos de audio han sido
utilizados por largo tiempo en el
ámbito educativo, se dice que los
antiguos amplificadores de sonido,
con sus micrófonos y bocinas
jugaron un gran papel en función de
entretenimiento, y dentro del ámbito
educativo utilizándose como material
didáctico.
Posteriormente las nuevas
tecnologías permitieron crear las
conferencias vía telefónica, sin

45
necesidad de costosos traslados y de
tal manera que los participantes se
integran a las actividades cotidianas
en su lugar de residencia.
La tecnología de las grabaciones
multiplico gradualmente el potencial
educativo del audio. La audio cinta o
casete, facilito las grabaciones de
conferencias, entrevistas, discursos,
fragmentos de texto y otros
materiales, con esto se logró difundir
la educación a distancia ya que su
uso fue de gran facilidad, así como
bajo costo y transportación. Con esto
logra difundirse ampliamente en el
mundo entero.
Al apoyarnos del audio dentro del
ámbito educativo es necesario tomar
en cuenta los siguientes puntos:
-Definir los propósitos educativos.
-Valorar si este medio es el adecuado
para presentar la información y que el
destinatario la reciba
apropiadamente.
-Cuidar la difusión, el horario de
transmisión, así como una producción
variada y atractiva.
-El audio requiere de una cuidadosa
planeación con variadas actividad
para que se aproveche totalmente.
-La mente humana solo presta
atención al audio por periodos de tres
minutos por lo que se deben
intercalar tiempos de descanso y la
duración del audio no mayor a quince
minutos.
-Combinar actividades de audio con
otras para lograr la participación
activa de los destinatarios y
estudiantes.
VENTAJAS
-Son de bajo costo, fácil de
transportar y fácil remplazo.
-Una buena planeación nos dará
excelentes resultados, podemos
lograr un aprendizaje significativo.
-Se pude repetir el audio las veces
que sea necesario.
-Es de gran utilidad con personas con
discapacidad visual y que requieren
escuchar repetidamente la misma
información.
-No es necesario un grupo de
personas, es decir podemos
transmitir un aprendizaje individual o
a distancia.
TABLÓN DE ANUNCIOS
Los tablones de anuncios ya sea fijo
o portátil (este último es muy útil
como separadores de ambiente).
A menudo se utilizan para largo plazo
(más de un par de días) y se emplea
en la de visualización de conceptos
que se hizo
Hincapié en la clase ya sea durante
una semana o un semestre creando
una recopilación de la información
más importante a fin de que los
estudiantes tengan una mejor
perspectiva de cada uno de los
contenidos vistos con anterioridad.
VENTAJAS
-Los tablones de anuncios se pueden
utilizar para estimular el alumno el
interés por temas específicos de
estudio.
-Los estudiantes pueden ser
motivados en un área de estudio de

46
hacerlos participar en la construcción
de un tablón de anuncios.
-Los tablones de anuncios ofrecen
una oportunidad para aumentar el
atractivo del medio ambiente a través
de colores llamativos y agradables a
la vista.
-Proyectos o informes de grupo se
pueden visualizar con eficacia.
-Los intereses individuales del
alumno, aficiones, fotografías, etc. se
pueden exhibir.
BIBLIOGRAFÍA
Lopez perdomo Telma. (2002) Tesis: “La
utilización de medios audiovisuales para el
aprendizaje del idioma ingles”, facultad de ciencias
y humanidades, Universidad Francisco Marroquin,
Guatemala.
Lopez regalado Oscar. (2006)Tesis: “Medios y
Materiales Educativos”, facultad de ciencias
histórico sociales y educación, Universidad
nacional Pedro ruiz Gallo, Lambeyaque Peru.
Castelo Paulina (2003)”Medios Audiovisuales en
la enseñanz a de la lengua Inglesa”, Facultad de
Idiomas, Universidad De Cadiz, España.
Ledezma Fanny del Carmen
(2007)Tesis:”Recursos didácticos en la enseñanza
de idiomas extranjeros”,facultad de Ciencias y
humanidades, Universidad de Bergen, Noruega.
Madrid Daniel(2001) “Materiales didácticos para la
enseñanza del ingles en ciencias de la educación,
revista de enseñanza Universitaria Numero 2001,
Universidad de Granada, España.

47
THE IMPORTANCE OF
AUDIOVISUAL AIDS IN TEACHING
ENGLISH LANGUAGE
The use of audiovisual Aids in
education has a double duty: to
improve learning and teaching, and
create conditions in which teachers
and students interact in an
environment where humans utilize the
background knowledge to their own
advantage, thus; the use of these
requires a focused and motivating
planning in order that students can
accomplish their objectives.
LISTENING RESOURCE
This media uses sound as the coding
mode information. This resource
helps students to better improvement
of listening through the sound that is
why; the importance of using tape
recorders, cassette, and compact
disc, audio, broadcasting is crucial in
the process of learning a second
language. Auditory Resources can be
found in two groups, these are:
Natural Methods refer to those
environmental sounds such as the
sound of birds, musical instruments.
The Technical Methods are all the
resources that preserve the sound for
later usage as CDS, radio, mp3.
These teaching aids are in our
teaching environment and it is
important that teachers, students and
institutions should use appropriated
instructional strategies that integrate
these resources in order to meet the
objectives proposed for the teaching
and learning process. Auditory
learners learn best when they receive
explanations orally and when they
can talk and explain the information to
someone else. The auditory system
cannot link concepts or develop
abstract concepts with the same ease
that the visual system is not as fast.
However, it is essential in learning
languages .
EXAMPLES OF LISTENING AIDS
Within the Audio Resources can be
found:
Compact audio disc or CD – audio
phonograph disc made of metal with
a small format recording and playback
which is reproduced by optical
methods , this album , which
measures 10.7 cm in diameter and
1.2 mm thick, is recorded by one side
and supports up to one hour of
continuous playback. It is read by a
laser ray, being much more durable
and truthful sound reproduction than
traditional drives. Similarly, the
cassette is a teaching aids that helps
to develop listening, using this feature
will allow the student to have greater
clarity therefore there would be a
better achievements through the
development of the auditory
environment skill. Audio recordings
can be considered important for
presenting studies or examples,
interviews, recordings, comments,
discussion, feedback about different
topics and classification of
pronunciation.

48
VISUAL AIDS
Some research has shown that the
Visual Learning is one of the best
methods for teaching thinking skills.
Visual learning techniques (graphical
ways of working with ideas and
presenting information) teach
students to elucidate their thinking
and to process, organize and
prioritize new information, so it would
be true to mention that Visual
diagrams stimulate creative thinking.
The different techniques of Visual
Learning help students to:
CLARIFY THOUGHTS:
Students can see how ideas can be
connected and comprehend how to
organize or group information. With
visual learning, the concepts can be
deeper and more easily understand
among students.
ENHANCE UNDERSTANDING:
Students are able to reproduce with
their own words what they have
learned. This helps them arrange and
internalize new information, with the
intention of giving to the students the
chance to take over their own ideas.
Examples of Visual Resources:
FLANNEL CHART
Flannel Chart: it is a board that is
usually covered in either felt or flannel
and propped up on an easel. It is
usually used in preschool classes as
a storytelling device.
USES
Teachers often use flannel boards to
enhance storytelling. They may use
pictures of the characters and other
important parts of the story to
illustrate it as they read. Flannel
boards are also used for "acting out"
songs and poems. They can be used
to demonstrate science and math
concepts to young children, like the
life cycle of a frog or butterfly or
addition. They are also commonly
used in Sunday school to tell Bible
stories. Flannel boards can also be
used in students' centers so that the
students can manipulate the pieces,
providing hands-on learning.
BENEFITS
There are many benefits to using
flannel boards in the classroom. They
make learning more visual for young
students, and the students remember
what they have learned better.
Flannel boards are more cost-effective
than some other classroom
aids. They can be used over and over
again for a wide variety of activities,
and you can easily switch the pieces
from activity to activity. It's also easy
to make your own flannel board and
story pieces.
MIND WEBS
The webs are visual maps that show
how certain kinds of information
related to others. Provide a structure
for ideas and facts to help students
learn how to organize and prioritize
information, support details which
normally are linked out and central

49
themes are located in the center of
the web, they increase learning by
viewing concepts and their
relationships in a structured and
visible format. The Mind webs are
used to: Generate brainstorming,
organize information before starting to
write and analyze stories and
characterizations.
BOARDS
The board is a board mural with
accumulated images which objectifies
and fixes the steps of a project. The
board supports annotations of terms
and essential pieces that are
performed in relation with an oral
presentation, by setting the structure
or the steps of the performance. It
also allows to exhibit a variety of
materials (diagrams, maps), and to
work with others teaching tools such
as rulers, compasses and templates.
EXAMPLES OF AUDIOVISUAL
RESOURCES:
COMPUTER GRAPHICS
It is a visual representation of the
texts related to inscriptions, narratives
or interpretations represented
graphically is usually a means to
convey information realistically such
as maps, graphs, and info graphics
presents complete information but it
can be complementary or as a way of
synthesis thus, they are creation of
images that are very useful in the field
of education.
SLIDES
This resource is a graphical aid that
can be used to present original
photographs or copies of materials
taken from any printed document. The
images that this presents are
motivating, and they can sensitize
and stimulate the interest of students
towards a particular topic.
The slides are an effective tool to
develop the listening skills where the
visual element has special importance
as they serve to the artwork, data
presentation, these images can be
projected on large and so the whole
class can participate. In summary it
could be said that this resource
promotes motivation because images
and diagrams attract the attention of
students and increase their
motivation.
VIDEO
It is a system of production and
reproduction of images that can be
accompanied by sounds like the films,
it is a resource that provides students
with the understanding of cognitive
processes that are based on the
graphical representation. The video
promotes the construction of objects,
items, events, processes that are
exposed in the eyes of students and
may be useful in the progression of
teaching and learning.
PRINTED MATERIAL
Written culture is the main instrument
of cultural development and writing.
Written culture requires mastery of
certain reading skills. Enables and

50
helps to understand and interpret
what is happening in the world by
breaking the news of the scientific or
technological progress. There are all
kinds of printed materials that are
used in schools. They can be
reference books and reference
textbooks. These are used to teach
the stories, novels, newspapers,
magazines of all kinds, postcards,
photos, murals, maps.
Printed materials that can become
teaching aids.
ADVANTAGES OF THE TEXTS:
A noticeable organization in order to
understand its content and analyze
the linguistic and literary devices that
the author has used to make it
attractive. It is also an orderly
development, which provides
sufficient information to comprehend
the connotation of general ideas.
PHOTOCOPIED
Concurrent education programs rely
heavily on printed materials. Print is a
quick and inexpensive way to prepare
large amounts of material in different
varieties of paper. Prints provide
basic information about a specific
subject matter.
WORKSHEETS
Printable worksheets are really
valuable tools for the classroom for a
certain number of reasons. They
reinforce instruction to guide
independent learning in the classroom
more productive. Students learn best
when giving them the opportunity to
interact with the learning materials,
and to explore it, that is why, the use
of worksheets is a great way to
supplement the curriculum in the
classroom in order to highlight the
information which is taught, using
printable worksheets can help
students practice for tests and
examinations, allowing them to be
more confident on the material before
the testing day.
TANGIBLE MATERIALS OR
REALIA
Realia refers to the practice of using
real and tangible materials in the
classroom to help students connect
with their English in a different level.
- Involves a visual and touching level.
- The usage of realia helps to make
English lessons memorable, creating
a link between objects, and the word
or phrase that is being tough.
- It stimulates the mind and makes the
vocabulary more memorable.
- Save time, since the recognition of
an object is usually immediate by
using the senses.
-Bring realia into the class is a great
icebreaker, and adults usually
consider this approach really funny,
and it is a method of restoration of
vocabulary learning.
- Real objects are abundant and
available everywhere.

51
- Objects can be observed and
manipulated, providing concrete
learning experiences to the student.
- The used of realia motivates the
student.
- Realia can be used as part of the
evaluation system.
CHARTS
An audiovisual Aid that conveys a
message and it is built into an
aesthetic unit formed by images and
short texts of great impact by
capturing the student's attention.
ADVANTAGES:
-Promotes the development of
imagination and analysis.
-Promotes the critical thinking
regarding the content in question.
-Promotes creativity among students.
The poster has two main elements:
psychological and physical.
The image in a poster plays a major
role. The image should be a
summary, outlining the idea in a clear
and meaningful way. It should
encompass text, but not being very
extensive. The wording should be
short, direct and clear. The size and
shape of the hand writing is also
relevant to the success of chart,
therefore; it should be readable not
only from near but also from far.
POCKET CHART
A poster pocket is a smart way to
show letters, words, sentences, and
images and other elements. It
contains pockets where the cards can
be placed and is an easy way to
make a portable and interactive
display.
BENEFITS
-Communicates an idea quickly
-Attracts attention by stimulating
interest and curiosity.
-Allows demonstrating creativity.
-Allows you to collect and condense
ideas.
-Can be used to organize the main
ideas.
-Shows a message with a visual
power technique.
-They are not expensive.
-They are useful for any age.
-They do not require to be used with
equipment.
FLASHCARDS
ADVANTAGES
-Relatively inexpensive.
-Easy to carry out into the class.
-Usable in any situation.
- Easy to prepare.
- Captures and holds the attention of
the audience.
- Flexible to meet the needs of the
teacher.
- Overcomes the language barrier.

52
TIPS FOR USING FLASHCARDS:
1. The content on each card should
be familiar to the environment in
which the students live.
2. They should contain simple words
and local expressions.
3. Wording should be as brief as
possible.
4. They must be large enough for all
the public to read.
5. The teacher should adopt an
enthusiastic attitude at the time to use
the cards to capture the attention of
students.
POSTERS
It is a combination of visual design
and bold color. The posters should
have a good quality driving dynamic
into the classroom. They should be
essentially simple because there is no
time to engage the viewer in a
detailed study for this reason they
should be bold enough to attract the
attention of students.
ADVANTAGES
- It can quickly explain a simple idea.
- It can show a very complex concept
into a very simple and general term.
- It is portable; it can be used as many
times as needed.
-It is very low – cost visual aids.
- It can be used as reminders or
reviewing concepts studied in class
before a test.
POWER POINT PRESENTATIONS
A PowerPoint presentation is a file
that lists a series of digital multimedia
slides that facilitate the presentation
of a given subject; although a
PowerPoint presentation does not
delve into a topic, it is widely used in
the fields of business and academia
as it allows us to transmit important
information texts, sounds, videos and
graphics accompanying oral
presentation of a person.
ADVANTAGES
- Encourages creativity when
presenting a topic, the person can
decide colors and styles according to
the theme or subject that is being
presented.
- They are easy to modify as
necessary while editing the
information in the finished slides,
eliminating unnecessary ones, add
forgotten and reorder them in the
presentation.
VIDEOS
The videos are an audiovisual
educational material that can be used
in the process of teaching and
learning because of achieving
curricular objectives previously
arranged by the teacher.
ADVANTAGES
- They are versatile: easy to handle
during the process.
- Motivators: it contains means of
expression and learning.
- Allow report: on phenomena.

53
-Allow the development of:
imagination, creativity and critical
attitude.
-It is low – cost audiovisual Aid.
- It is a means of observation.
-It is a means of expression.
It is a self - learning method.
-It is a great teaching aid.
- The video can be watched as many
times as the teacher considers is
necessary.
-Helps to focus on concentration.
PUPPETS
A puppet is an inanimate objects or
animated figure representation which
can be manipulated by the fingers.
Puppets do not have to be expensive
to be effective in teaching.
ADVANTAGES
- The puppet can act as an authority
on the subject.
-The teacher can reinforce the
purpose of the lesson, share
information and facts, or even
question students before an exam
through the use of a puppet
- The more creative is the puppet the
more it attracts the attention of
students.
POCKET CHART
It is a specific type of storage system
with plastic pockets that many
teachers use in their classrooms for
the organization and lesson planning.
It usually is made of vinyl material; the
pocket chart has metal eyelets at the
top for easy hanging and plastic
pockets sewn on the front part.
Generally, it is used with pocket cards
which vary in size, color and style,
and can be used in many different
purposes.
In the classroom, the possible uses
for a pocket chart are almost infinite.
Teachers can place paper or
cardboard segments in individual
pockets, creating a board attendance
and behavior. Educators can also
create a board for a lesson plan,
spelling, reading or writing activity or
control.
A lectern with big pockets can be
used to keep folders or schoolwork for
students, also can be used to create
calendars.
Teachers can also attach ads for
students.
Since the pocket cards are available
in a variety of size, they are always in
a reasonable priced; they are such an
organizational tool for ideal viewing.
Although most of the cards are
square or rectangular in shape, some
pocket cards come in fun shapes,
such as apples. They can be used
interactively in the classroom when
combined with cards designed
especially for teaching numbers, the
alphabet, sequencing, and more.

54
THE USE OF POCKET CHARTS
- Rebuilding poems, songs.
-Sequencing - alphabetically or
pictorial arguments
- Listing days of the week and months
of the year.
- Banking words of topics or
magazines.
- Sequencing Patterns: reading
phrases and sentences indications
from magazines.
-Building banks of rhyming words.
- Seasonal and thematic vocabulary.
- Developing words activities.
BOARD
A blackboard, chalk-board is a
reusable writing surface on which text
or pictures are made with chalk or
other erasable markers. Blackboards
were originally manufactured with
smooth leaves, fine black or dark gray
slate stone.
A chalkboard can simply be a piece of
wooden box painted with matte dark
paint (usually dark green or black
color material). A modern variation
consists of a coiled sheet of plastic
deployed across two parallel rollers,
which can be rolled up to create an
additional writing space.
PROPER USE OF THE
WHITEBOARD
The board is one of the teaching
resources with a greater educational
value for the simplicity and
convenience to convey an idea, a
chart or diagram, etc.
It can be presented texts, drawings
and graphics that allow secure facts,
ideas, and processes. It can be
adapted to all topics. Thus, it can also
imply ideas and concepts using
sketches, diagrams, graphic design
and symbols. It can be used with any
size audience and at any level. It is
ideal for presentation and lends itself
to the interaction between audience
and speaker.
HISTORY OF WHITEBOARD
In the past pieces of slate were used
individually and in small dimensions,
so that was devised to use the wall or
painted directly on wood, but retaining
its name as blackboard or chalkboard
because of the given new dimension.
Interesting fact:
Out of 100 teachers, only one used
the board for what it is: the most
valuable and versatile of all media
classroom.
TECHNIQUIES FOR USING THE
BOARD
- Use at least three colors of markers
to capture the attention of students.
- Use clear and appropriate hand
writing size of 5-6 cm.
- Use headings and subheadings
always using the rules of spelling.
- Leave adequate margins, spaces
between words and between lines to
avoid crowding.

55
- Exemplify the explanations, many
concepts are abstract complex nature
and require a graphic image to be
understood.
RECOMMENDATIONS TO DURING
THE CLASS
-Start the class by writing the date
and title of the topic.
- Write or speak not perform both
actions at once. Allow participants to
read what it has been written and
listen to the explanations.
- When it is needed to erase, do so
always with the eraser in vertically
direction, from top to bottom.
- Once the class is finished, the board
should be cleaned by erasing what it
has been written.
ADVANTAGES
- It is easy to use, requires little
practice and equipment.
-it is easy to make and the materials
required are inexpensive.
- Allows you to correct any errors
immediately.
- It is flexible so it allows the teacher
to make quick changes on the spot.
- Facilitates the participation of
students.
-it can be adjusted to the speed of
learning of the students.
-it can be exposing on it: processes
and methods, making charts and
mind maps visually to the audience.
- It can be combined with other
materials.
- It is useful for groups of all ages.
HOW TO USE THE BOARD
ADECUADELLY?
- Supplementing with other materials
or audiovisual resources.
- Passing the student to the board,
not as punishment but to reinforce
knowledge.
- Asking constantly.
- Implementing new creative ideas.
IMAGES OR PHOTOGRAPHS
There is no doubt that the images can
be of a great importance and
relevance to the teaching of a second
language, especially for lower level
students. However, very few
instructors seem to make the best use
of images in their classes. In a
reading session where the texts can
sometimes be complicated and
uninspiring for students, the images
are one of the few aids that teachers
can use to get the attention of their
students and to motivate them before
reading real. Through this work, the
advantages of using visual aids as a
warm up for a reading class can be
really powerful. Participants will be
able to engage a lot of ideas about
the meaning of the images and
become aware of the fact that they
can be a very useful and convenient
tool in the teaching process.
An exciting reading lesson requires
more than asking students to read the

56
article in the textbook by them, letting
them do the vocabulary matching
exercise and then answer
comprehension questions. All
instructors are aware of the fact that
one of the most important steps in
any lesson is the warm-up phase, and
yet some teachers focus little
attention to this stage of the lesson.
Schemata activation of students (prior
knowledge) is extremely important. A
good pre-reading activity establishes
the purposes for reading, gives
students a reason to read, motivates
students, and build their background
knowledge.
That is why; for all these reasons
mentioned previously, it is vital to
consider the different types of
students and learning in the world.
1 - Auditory Students: This type of
learner learns best through listening
and speaking. They are more
interested in learning through
interviews, debate, talks, and listen to
the points of views of others.
2 –Tactile learners: This refers to the
type of student whose strength is to
learn through touching. They learn
best through drawing, board games,
or do something following certain
instructions.
3 –Kinesthetic learners: Students with
this style want to involve the whole
body in the learning process. Similar
to tactile learners, who prefer to play
games that involve your body,
learning through movement activities,
or acting out.
4 - Global Student: It refers to those
who learn best through group
activities, holistic methods of reading
and cooperative learning strategies.
They would like the teacher to present
information in an interesting way,
where they can interact with others.
5 - Analytical Students: Students with
this learning style prefer to work
individually and tend to focus much
more on the details and analysis.
6 - Visual Learners: This type of
student is the main focus of our
project. Visual learners are students
who learn by observing graphs,
tables, maps, charts and text with a
lot of pictures. They are the type of
readers who look images and videos.
For the reasons mentioned above, it
is especially important that teachers
find a variety of activities to suit
different learning styles of their
students. Most of us tend to ignore
the importance of images, which
means we have lost a very important
part of our potential in education.
Some students may benefit greatly
from images and these advantages
are demonstrated in the next part of
this instructive.
PICTURES
There is no doubt that the pictures
are a good source of teaching
materials; but what are those
benefits? This section closely

57
discusses each advantage one by
one.
1 - MOTIVATION: A reading class, as
many would agree, requires students
to be more motivated. This is
probably because the questions are
boring, or understand the article itself
requires a lot of patience from the
readers. For this reason, delivering an
inspiring lesson is a difficult task and
requires a great effort from teachers.
However, by using images, these
difficulties can be overcome.
2 -PRE- TEACHING VOCABULARY:
A teacher may pre - teach vocabulary
, e.g. , adjectives that describe
feelings and actions , with a series of
photographs of people's faces
expressing different moods ( happy,
sad, angry, upset , etc. . ), Students
will learn effectively new vocabulary
while having fun.
Pictures and images allow you to pre
- teaching, practice, or review any
vocabulary if you take some time to
think about how to handle them, and
what and who to include in the photos
either sports, celebrities, country
flags, electronics devices, buildings or
clothing are just some of the many
examples of the different types of
themes that allow you to use images
as a tool for teaching.
3 - TRUST: Students who are
generally not active in the class does
not necessarily mean they do not
know the answers to our questions,
simply; sometimes this can be the fact
that they are not confident enough to
speak in public. However, by taking a
look of pictures of celebrities,
electronics devices, or things they
already know, allows them to speak
with confidence in front of their
classmates and teachers.
CARTOONS
It is clear that there are many benefits
on the use of cartoons in class mainly
that is because: Children and adults
alike love cartoons. Cartoon is usually
associated with fun and humor.
Therefore, conceptual cartoon
drawings provide an attractive and
non-threatening way to represent
ideas. Students are more likely to be
enthusiastic during activities so
learning will be more specific and
responsive.
IT CREATES PARTICIPATION
In cartoons, ideas must be presented
concisely. Furthermore, these ideas
can be persuasive in order that
students are attracted to “participate”
Subsequently; the lesson becomes
more interactive and student-centered.
DEVELOPMENT OF SKILLS
Using cartoons, students have to
verbalize their thoughts and ideas.
This motivates them to take a position
on the various ideas presented. If
they disagree, they can present and
defend their point of views
confidently. This process allows
teachers to recognize the important
needs on the learning process of the

“Workshop on the use of didactic teaching aids for english classes, for teachers in the english networks in the integrated systems of the full time inclusive schools”

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“Workshop on the use of didactic teaching aids for english classes, for teachers in the english networks in the integrated systems of the full time inclusive schools”